Abstract:

In Japan, the use of information and communication technology (ICT) is common in schools. It is believed that lessons that include ICT makes children more interested in learning.

However, children cannot always effectively learn because methods of using ICT in lessons change depending on the learning environment, learning content, and learning situations of children. Therefore, teachers are required to improve their skills in designing lessons that include ICT.

It is difficult for current student teachers to design lessons that include ICT because they have little experience in taking such lessons between elementary school and high school. Therefore, it is necessary for student teachers to improve in such skills, and educational models and curricula need to be developed.

The purpose of this study was to develop a model to improve student teachers’ skills in designing lessons that include ICT. Specifically, we developed a model that involves activities for designing or improving lessons that include ICT through peer discussions to effectively improve such skills.

By using this model, it is expected that student teachers can develop new teaching methods that include ICT, through obtaining much knowledge about such lessons.

We implemented the model in university classes to evaluate its effectiveness. In this evaluation, 39 student teachers designed lessons that include tablet or document camera. We divided the 39 student teachers into two clusters. One was a model cluster in which the student teachers created lessons based on the model, and the other was a non-model group in which they improved upon the lessons they had previously designed. We compared these two clusters using a questionnaire, free description, and a mind map.

The questionnaire consisted of ten items created based on the learning activities of each step. We conducted a comparative analysis of the difference in the average value of each item using a two-factor analysis of variance. Interaction was observed for three items, and significant results from the model cluster were derived.

The free description asked the model cluster the positive points of learning based on this model. We obtained responses such as “I could grasp the lessons we designed and student teachers in the other group designed objectively” and “I could develop new teaching methods that include ICT”.

The mind map consisted of two items regarding the positive points in conducting lessons that include ICT. We conducted a comparative analysis of the difference in the average node of both items using a two-factor analysis of variance. Interaction was observed for both items, and significant results from the model cluster were derived.

From our evaluation, we clarified the following advantages of the model.
• Student teachers can understand lessons objectively, and the points to improve lesson are made clear.
• Student teachers can develop new teaching methods that include ICT from ideas of others.
• Student teachers can understand the characteristics of ICT.
• Student teachers can acquire knowledge on how to effectively conduct lessons that include ICT.

For future work, we will further analyze the effectiveness of the model and improve it through continuous implementation.

Keywords:

ICT, design lesson that include ICT, student teacher's skill, teacher development, lesson study.